The Learning Sciences in Educational Assessment: The Role of Cognitive Models

Authors

  • Debra (Dallie) Sandilands University of British Columbia
  • Juliette Lyons-Thomas University of British Columbia
  • Maria Elena Oliveri Educational Testing Service
  • Stephanie Barclay McKeown University of British Columbia

DOI:

https://doi.org/10.11575/ajer.v59i2.55666

Author Biographies

Debra (Dallie) Sandilands, University of British Columbia

Debra (Dallie) Sandilands is a PhD candidate in the Measurement, Evaluation, and Research Methodology program at the University of British Columbia. Her research interests include validity issues related to large-scale assessments and the assessment of professional competence.

Juliette Lyons-Thomas, University of British Columbia

Juliette Lyons-Thomas is a PhD candidate in Measurement, Evaluation, and Research Methodology at the University of British Columbia. Her research interests include the use of think aloud protocols for validation of assessments of complex thinking, accountability in education, and issues surrounding cross-cultural assessment.

Maria Elena Oliveri, Educational Testing Service

Maria Elena Oliveri has a PhD from the University of British Columbia in Measurement, Evaluation, and Research Methodology. She is an associate research scientist at the validity research center at ETS (Educational Testing Service). Her research interests are in investigating validity and fairness issues in international assessments and higher education.

Stephanie Barclay McKeown, University of British Columbia

Stephanie Barclay McKeown is a PhD candidate in the Measurement, Evaluation, and Research Methodology program in the Faculty of Education at University of British Columbia (UBC). She is the Director of Planning and Institutional Research at UBC’s Okanagan campus in Kelowna, British Columbia.

 

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Published

2014-04-15

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